The four learning patterns

Monday, 18th Dec 2017

The Sequential Pattern

This pattern seeks order and consistency.

  •  Clear directions – “I become frustrated when the directions are not clear or do not make sense. I ask for instructions.”
  • Planning – “I feel the need to follow a plan. I also need to have a clear explanation of what I’m expected to do.”
  • Time – “I need enough time to complete my work.”
  • Neatness- I need to make sure that my work is neat.”

The Precise Pattern

This pattern seeks information and detail.

  • Correct information – “I need to have the correct information. I do not like making mistakes.”
  • Detailed information – “I give detailed information and I take detailed notes.”
  • Questions – “I ask a lot of questions in order to obtain more information. I like it when I am given detailed answers.”
  • Writing detailed answers – “I like to show what I know by researching, writing in length and proving that I’m right.”

Technical Reasoning

This learning pattern seeks autonomy and relevance.

  • Hands-on – “Let me build things!”
  • Autonomy/Problem-solving – “Let me figure this out alone.”
  • Real-world experience – “Show me how I can use this in the real world.”
  • Relevance – “Why do I need to learn this?” “I do not feel the need to show what I know.”

Confluent Pattern

This pattern relies on intuition and creativity.

  • Use my ideas – “I feel the need to be unique in the way I complete my assignments. I don’t like having to do an assignment in only one way.”
  • Imagination – “I like exploring new things, new ideas, new places…”
  • Presentations/Creative Writing – “I like to write things the same way I’d say them.”
  • Risk taking –“I take risks with new ideas. I am not afraid of failure- If I make a mistake, I’ll try again.”

Each learner has a unique combination of all of these learning patterns. This means that the four learning patterns exist in all of us to some degree. The learning patterns are interactive – therefore, a learner may use more than one learning pattern the same time when completing a task.

The Let Me Learn process equips the teacher and the students with a new language – When students understand their own learning processes, they are able to communicate to the teacher what is hindering their progress. In turn, the teacher will be able to understand the messages that are being sent by the learners.

When seen in this perspective, students that were previously dismissed as being inattentive, disruptive, or difficult suddenly become valid students whose learning combinations did not fit into the traditional school mould. Thus children who were labelled as being learning disabled are also “revealed” to have actual learning abilities. By slightly adjusting their teaching style, teachers found they could reach these children when the children were given a chance to express what they know in their own way.

 “I am no longer judging children by what I see but by trying to understand them through their learning patterns. Children need to know that they are different from one another … this makes them special and, whilst being different, are by no means inferior to one another.”

Share this